We’ve all been there. The course launches in two days. Your SME just gave you another laundry list of ‘essential’ revisions, and entire sections of the course need to be added. So, other than starting an intravenous drip of caffeine, how do you tackle rapid development without going insane? Here are four tips and tricks to help you meet your course development deadline.
When our team started Model eLearning in January, we wanted to explore and share the eLearning theories, trends, and tools that excite us. One of the top instructional design skills is Googler—so we wanted to contribute to that growing body of knowledge and help the eLearning community.
Over the past year, we’ve shared our team’s practical tips for instructional designers (ID), subject matter experts (SME), and instructors. Now—in a time-honored December blog tradition—let’s review some of our favorite posts of 2017. Continue reading “A Year’s End Review”
Our eLearning Team is moving toward student-centered learning in our courses. This approach is often miles away from how the course existed in the past, or how the subject matter expert envisions the online course to be.
I have found three ways to help our team and SMEs move toward becoming student-centered in all of our course development projects.
First, provide onboard training for online/blended instructors. Next, build interaction into every course. And finally, establish and sustain teacher presence while facilitating the course.
1. Step into their shoes.
At the conclusion of the faculty training course that I facilitate for my university, participants consistently express value gained from “being a student” in the course. This constructive approach to training creates a safe space for future instructors to experience the nitty-gritty challenges that their students will also face. This is what they tell me:
Initially they are faced with their own misconceptions about online education and are forced to make time management decisions during the first week of training.
They experience gratification that comes from timely instructor feedback and encouragement.
They discover asynchronous momentum that develops in the discussion forum, and begin to research, practice, and develop strategies to create and sustain this kind of phenomenon in their own courses.
They experience tools within the LMS for the first time, and recognize the value of a Wiki activity, a Reflection journal, and publishing a video reflection in the Blog.
Being a student helps them understand the reasons for decisions made in the course design, and highlights strategies they must employ for students to have a successful online experience.
2. Design interaction.
Researchers find that designing the course to include social presence is a sure way to become student-centered. Creating opportunities for interaction and communication among members leads the way for social presence, which Richardson and Swan (2003) describe as: “The degree to which a person is perceived as ‘real’ in mediated communication. (p 70).
Julie and Kenneth Kendall, from the School of Business-Camden at Rutgers University, believe that storytelling works well to enhance social presence in an online course. When designing an online or blended course, consider presenting a scenario, a story, or case study through video, audio, or text. Then, ask students to share their perceptions, and interact with one another over them.
The Kendall’s found that four highly valuable functions result from this type of interaction in an online course:
members get a feeling for what has happened (experiential),
the decisions made and consequences that follow are explained (explanatory),
concepts, policies and strategies are validated (validation), and members are guided to a preferred outcome leading to success (prescriptive). (Kendall & Kendall, p. 68).
When designing an online/blended course, be upfront about why you are student-centered and make every decision accordingly.
3. Work hard at communicating.
Lala Hajibayova, writes in “Student’s Viewpoint: What Constitutes Presence in an Online Classroom?” that the Community of Inquiry framework informs presence in a practical way by recognizing that both instructor and student contribute to learning. Three types of presence work together in the COI framework: cognitive presence, social presence, and teacher presence.
Hajibayova believes that teacher presence buoys both cognitive and social presence, holding all three together for a strong student-centered online environment. She discovered that students perceive teacher presence when they receive regular communication through varying channels. Think engagement in discussion forums, email messages, course announcements, timely feedback on assignments, and thoughtful responses to questions they have asked. (Hajibayova, p. 22).
It takes considerable time in the first week of a course to establish instructor presence. You will stay busy answering questions via email, posting announcements to clarify expectations, involving yourself in the first discussion forum to model the type of activity students will need to embrace. Once students can trust that you are there, you can ease off a bit and rely on key instructor functions built into the course, like grading, feedback, facilitating discussion, and interacting with students in the private journal. As one training participant in my course put it:
“Teaching online is not a weekend job.”
These are just three strategies for becoming student-centered when designing online and blended courses—of course there are many more!
Our team would like to hear from you – what strategies have you found to be successful, and why do you think they worked so well? Do you have a story to share about teacher presence? Interaction? Putting yourself in your student’s shoes? Leave a comment to start the conversation!
Hajibayova, L. (2016). Students’ viewpoint: What constitutes presence in an online classroom? Cataloging & Classification Quarterly, 55:(1), 12-25.
Kendall, J. E. & Kendall, K. E. (2017). Enhancing online executive education using storytelling: An approach to strengthening online presence. Decision Sciences Journal of Innovative Education, 15(1), 62-81.
Richardson, J., & Swan, K. (2003). Examining social presence in online courses
in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
Writing content for an online or blended course is different than lecturing in a face-to-face course. Great eLearning content doesn’t just happen—it is intentionally designed to reach the student at their moment of need. As you develop your course, keep these five tips in mind to write relevant, engaging, and useful eLearning content.
Know your audience:
Consider the learner’s needs as you write your course content. Elearning demographics are shifting. Online learners are oftentimes older than the traditional campus student. It’s likely the online student studies around a full-time job and raising a family.
How can you frame the course to include their life experiences? What information is most meaningful after graduation? Do they need to pass an outside certification exam? What insights can you share to make that process smoother?
Tell a story:
From a young age, we discover our world through story. Stories inform and inspire; we’re more likely to retain what we’ve learned if we’re engaged on a personal level.
“We think in story. It’s hardwired in our brain. It’s how we make strategic sense of the otherwise overwhelming world around us. Simply put, the brain constantly seeks meaning from all of the input thrown at it […]” (Cron 8).
Storytelling works well with interactive scenarios. Instructional Designers use tools such as Articulate, Camtasia, and Captivate to build the scenario—all they need is your content to make them stellar!
In academic writing, we’re taught to remove the “I” (first person) to create an objective distance. Elearning content is not as formal (nor impersonal). I’m not suggesting that you write in emojis and text speech. Your tone should be authoritative yet conversational. If you address the student as “you” and use inclusive language such as “we” and “us,” he or she will see you’re authentic and relatable.
Provide relevant content:
Quality content delivers useful information to the learner. Research current ideas and trends and remove any content that doesn’t meet the student’s needs. Museums curate art pieces around a theme or topic. Your content should curate links to relevant articles, books, videos, etc.
Marketers use calls to action as milestones to guide users to an outcome. In your course content, use learning outcomes to engage students and create a meaningful learning community. Ask questions at critical points in the course. Use the Discussion Board forums to invite student interactions. Include journals and blogs as spaces for online instructors to work with each student as an individual.
Are you an Instructional Designer, eLearning subject matter expert, or online instructor? How do you provide relevant, engaging, and useful content to students? Comment below to join the conversation.
Cron, L. (2012). Wired for story: The writer’s guide to using brain science to hook readers from the very first sentence. New York, NY: Ten Speed Press.